THEATRE ARTS 6-8 CURRICULUM GUIDE

Transcription

1 THEATRE ARTS 6-8 CURRCULUM GUE LNEN PUBLC SCHOOLS Linden, New Jersey Joseph E. Martino Superintendent of Schools Rocco G. Tomazic, Ed.. Assistant Superintendent Gerard. Lorenzetti irector of Fine and Performing Arts The Linden Board of Education adopted this Curriculum Guide on: ecember 19, 2007 Curriculum & nstruction #17 ate Agenda tem

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3 Acknowledgement The irector of Fine and Performing Arts wishes to acknowledge with appreciation the contributions of the theatre arts education specialist who gave many hours of their time and talents toward the development of this curriculum guide. Eileen Cadorette

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5 TABLE OF CONTENTS PHLOSOPHY 1 PROGRAM ESCRPTON 2 PROGRAM GOALS 3 NJ CORE CURRCULUM CONTENT STANARS 5 SCOPE AN SEQUENCE 13 EFNTON OF TERMS 13 THEATRE ARTS CURRCULUM 16 EVALUATON 17 PERFORMANCE EVALUATON 18 BBLOGRAPHY 19

6 . PHLOSOPHY Theatre Arts 6, 7, & 8 We in the Linden Public Schools believe that the basic purpose of fine and performing arts education K to 12 is to develop and nurture the students skills as performers, creators, organizers, observers and evaluators. The Theatre Arts Program is committed to the development of the whole student. Each student is encouraged to participate and grow through the exploration of dramatic interpretation, preparation, appreciation and performance. The creative/productive, cultural/historical and critical/responsive components of the theatre curriculum are designed to provide students with the opportunities to: evelop enthusiasm and energy along with a positive approach to life. ncrease students understanding of others, themselves and the world around them. eepen an understanding of cultural and social conditions. evelop student skills in verbal communication and raise self-esteem. evelop appraisal skills in appreciation and evaluation Strengthen ability to be creative and inventive decision-makers. evelop knowledge and skills that contribute to an aesthetic awareness of the performing arts. evelop a lasting enjoyment of drama and the dramatic form through critical reflection upon drama experienced as a participant or audience member. We believe that theatre arts are a fundamental tool in developing understanding of ideas, attitudes, beliefs and feelings for people of different circumstances, culture and time. The emphasis on the developmental processes and performance-based activities provide powerful modes of learning that are applicable to all areas of academic curriculum. Through education in the performing arts students enhance their perceptual, physical and technical skills and learn that pertinent techniques and technologies apply to the successful completion of tasks. 1

7 . THEATRE ARTS PROGRAM ESCRPTON THEATRE ARTS: The theatre arts curriculum comprises interrelated activities, which explore feelings, knowledge and ideas, leadership and understanding. t is designed to provide the student with an introduction to drama including theater history, acting techniques, play production and performance. t explores themes and issues, creates a safe-context in which to do so, and provides for opportunities to reflect on the insights gained in the process. n drama, the child explores the motivations and relationships between people that exist in a real, imagined or historical context to help him/her understand the world. ntegrated into this performance-based curriculum are the following concepts: Positive and effective communication and work ethic skills Concepts from other disciplines such as Language Arts, Math and Social Studies Analysis and criticism of performances Understanding how theatre reflects history, culture, current events, music and society Understanding the elements of design and production using sound, lighting, set design, make-up and costuming Understand and appreciate drama as an art form by creating own performances 2

8 . PROGRAM GOALS The theatre arts curriculum is designed to provide students with an introduction to theatre including history, acting techniques and play production. t is the purpose of the curriculum to introduce students to ways in which to use their voices, bodies, and emotions as productive instruments for life as well as the theater and to instill in each student a sense of self-confidence in front of an audience. Working within dramatic situations enables students to: Foster imagination & creativity evelop confidence and sensitivity Expand physical and perceptual skills Explore social situations and issues Expand critical thinking skills Extend students use of language eepen their understanding of human behavior evelop students abilities to express their ideas and feelings through dramatic art form Gain understanding about dramatic art form Provides an opportunity for initiative and leadership Aesthetic/Personal Philosophy The student will: 1. develop an appreciation of Theater 2. identify and discuss reasons for attending theatrical performances, including: learn about others, participate in culture, social concerns and entertainment 3. evaluate the success of dramatic expression 4. understand the elements of drama 5. compare theater and other dramatic media to real life 6. demonstrate social discipline in dramatic activities Creating The student will: 7. develop perceptual, intellectual and technical skills in creation of drama 8. participate in group play-making activities including planning and executing dramatic performances 9. create and sustain characters in improvised and formal scenes. 10. interpret stories and other themes through dramatic performance 3

9 11. make clear choices of technical elements to enhance classroom performances 12. conduct research to support dramatic work. Critical/ Analytical/ Judgment/ Evaluation The student will: 13. develop skills to analyze, interpret and express opinions about their own and others performances 14. identify ways in which drama can inform, entertain and challenge an audience 15. give and receive constructive criticism Historical/ Cultural/ Social Contexts The student will: 16. relate theatre to its larger context 17. recognize the role of theater, film, television and other media in daily life 18. develop awareness of multicultural concepts in the theater 19. develop awareness of historical heritage of the theater 20. explore careers in the theater and related fields 4

10 New Jersey Core Curriculum Content Standards for Visual and Performing Arts ntroduction Child s play is rehearsal for real life. The art of the play, theater, continues that rehearsal or preparation for adult roles. These roles are not only the ones that actors play; they include preparation for a variety of adult roles: the sound technician, the set designer, the producer, director, marketing agent, financial backers, and a cast of others. Play itself, as students knowledge of theater expands, becomes improvisation, then creative drama and social drama. Rehearsal for real life is lifelong. Children at play write their own scripts. Through study and participation in theater, they are exposed to how other children, adults, and those from other times, places, and societies have scripted their lives. They also observe the nature of adversity and how individuals overcome tragedy; the opportunities life offers or denies; and the humor in being human. Skills very basic to many types of performances are developed through both the doing and viewing of theater such as: voice projection, intonation, and inflection; posture, poise, and body language; convincing and confident oral presentation; cooperation with a crew; technological potential; budget management; targeting the audience; and audience etiquette Possibly the most important knowledge students gain is how their individual performance impacts positively or negatively on the success of the group effort. Theater works both sides of the brain. t is sequential and creative. Theater is a potential vehicle for teaching all other subjects, along with incorporating all of the arts. Six core curriculum content standards for Visual and Performing Arts are arranged in five broad categories including: aesthetic (1.1); creating and performing (1.2, 1.3); critical, analytic, judgmental, and evaluative (1.4); historical, social, and cultural (1.5 5

11 The categories stated above include specific standards that define these artistic concepts and elements in the art forms of dance, music, theater, and the visual arts. A focus on general artistic concepts and themes rather than on the individual art forms provides a document that can be easily accessed by all arts educators, regardless of discipline. While national, state, and individual arts discipline standards were extensively reviewed and considered during initial panel deliberation, it was determined that a more comprehensive and interdisciplinary design be constructed, where all art forms could be included in one document. These standards reflect the concern that the separate arts disciplines be viewed as one common body of skills and knowledge. THEATER ARTS 6-8 STANARS 1.1 All students will acquire knowledge and skills that increase aesthetic awareness in dance, music, theater, and visual arts. 1.2 All students will refine perceptual, intellectual, physical, and technical skills through creating dance, music, theater, and/or visual arts. 1.3 All students will utilize arts elements and arts media to produce artistic products and performances. 1.4 All students will demonstrate knowledge of the process of critique. 1.5 All students will identify the various historical, social, and cultural influences and traditions which have generated artistic accomplishments throughout the ages and which continue to shape contemporary arts. STANAR 1.1 (AESTHETCS) ALL STUENTS WLL USE AESTHETC KNOWLEGE N THE CREATON OF AN N RESPONSE TO ANCE, MUSC, THEATER, AN VSUAL ART. escriptive Statement: The arts strengthen our appreciation of the world, as well as our ability to be creative and inventive decision-makers. The acquisition of knowledge and skills that contribute to aesthetic awareness of dance, music, theater, and visual art enhances these abilities. Through experience in the arts, students develop the capacity to perceive and respond imaginatively to works of art. These experiences result in knowledge of forms of artistic expression and in the ability to draw personal meaning from works of art. 6

12 Key skills necessary to an understanding of aesthetics include the abilities to identify arts elements within a work to articulate informed emotional responses to works of art, to engage in cultural reflection, and to communicate through the use of metaphor and critical evaluation. Aesthetics involves the following key understandings: appreciation and interpretation; stimulating imagination; the value and significance of the arts; art as object; the creation of art; developing a process of valuing; and acquaintance with aesthetic philosophies. Strands and Cumulative Progress ndicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: A. Knowledge 1. Examine works of art that have a utilitarian purpose (Functionalism). 2. Analyze works of art that place emphasis on structural arrangement (Formalism). 3. escribe how an element of an art form contributes to the aesthetic value of a particular work. 4. escribe the compositional design in selected works of art or performance. B. Skills 1. Explain the aesthetic qualities of specified art works in oral and written responses. 2. ncorporate personal life experiences into an aesthetic response about an artwork. 3. Examine how exposure to various cultures and styles influence individuals feelings toward art forms and artworks. 4. Communicate ideas about the social and personal value of art. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: A. Knowledge 1. Examine works of art that communicate significant cultural beliefs or set of values. 2. Use domain-specific vocabulary relating to symbolism, genre, and performance technique in all arts areas. 3. Analyze how art is often defined by its originality. B. Skills 1. ifferentiate between the unique and common properties in all of the arts. 2. istinguish among artistic styles, trends, and movements in various art forms. 7

13 3. Express how art is inspired by an individual's imagination. 4. escribe changes in meaning over time in the perception of a known work of art. STANAR 1.2 (CREATON AN PERFORMANCE) ALL STUENTS WLL UTLZE THOSE SKLLS, MEA, METHOS, AN TECHNOLOGES APPROPRATE TO EACH ART FORM N THE CREATON, PERFORMANCE, AN PRESENTATON OF ANCE, MUSC, THEATER, AN VSUAL ART. escriptive Statement: Through developing products and performances in the arts, students enhance their perceptual, physical, and technical skills and learn that pertinent techniques and technologies apply to the successful completion of the tasks. The development of sensory acuity (perceptual skills) enables students to perceive and acknowledge various viewpoints. Appropriate physical movements, dexterity, and rhythm pertain to such activities as brush strokes in painting, dance movement, and fingering of musical instruments. Active participation in the arts is essential to deep understanding of the imaginative and creative processes of the arts as they relate to the self and others. nvolvement in the presentational aspects of art and art making also leads to awareness and understanding of arts-related careers. Strands and Cumulative Progress ndicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: C. Theater 1. iscuss and demonstrate the connection between body, movement, and voice in theatrical expression. 2. Create characterizations in context through manipulation of vocal and physical qualities and circumstances. 3. Collaboratively plan and execute group scenes stemming from improvisationnal scenes. 4. Analyze classroom dramatizations from different perspectives (e.g., playwright, actor, director, designer) and suggest alternatives for creating and interpreting roles, arranging environments, and developing situations. 5. ifferentiate among vocal rate, pitch, and volume as they affect articulation, meaning, and character. 6. nvestigate arts-related careers. 8

14 Theater 1. Portray characters and describe basic plots and themes in creative drama. 2. Experiment with the use of voice and movement in creative drama and storytelling. 3. Employ theatrical elements to create and express stories in various cultural settings. 4. Show how different uses of and approaches to theater can communicate experiences. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: Theater 1. Analyze descriptions, dialogue, and actions to discover, articulate, and create and portray character behaviors and justify character motivation. 2. Participate in theatrical presentations individually and in ensemble, interacting as invented characters across a spectrum of social/historical contexts. 3. Create action within the context of a given situation using acting skills such as sensory recall, concentration, breath control, vocal projection, body alignment, and control of isolated body parts that suggest artistic choices..dramatic action within the context of a given situation, using acting skills that generate a sense of truth, focus, character, personal or emotional ownership, ensemble relationship, physical control, and vocal clarity. 4. escribe and analyze the components of theatrical design and production. STANAR 1.3 (ELEMENTS AN PRNCPLES) ALL STUENTS WLL EMONSTRATE AN UNERSTANNG OF THE ELEMENTS AN PRNCPLES OF ANCE, MUSC, THEATER, AN VSUAL ART. escriptive Statement: n order to understand the visual and performing arts, students must discover the elements and principles both unique and common to dance, music, theater, and the visual arts. The elements, such as color, line, shape, form and rhythm, time, space and energy, are the basis for the creation of works of art. An understanding of these elements and practice of the principles ensure the strengthening of interdisciplinary relationships with all content area curricula and their applications in daily life. 9

15 Strands and Cumulative Progress ndicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: Theater 1. Examine the range of roles and characterizations possible in theatrical production and performance. 2. Examine the relationship between physicality and character development. 3. dentify various tactics employed by actors to create believable, motivated action. Theater 1. nvestigate the structural characteristic of plays. 2. Assess character motivations within the construct of scripted plays. 3. Explain the interdependent relationship between the performance, technical design, and management functions of production. 4. Analyze scenes with regard to, thematic and artistic intent, situation, character, and motivation. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: Theater 1. nvestigate the structural characteristic of plays. 2. Assess character motivations within the construct of scripted plays. 3. Explain the interdependent relationship between the performance, technical design, and management functions of production. 4. Analyze scenes with regard to, thematic and artistic intent, situation, character, and motivation. STANAR 1.4 (CRTQUE) ALL STUENTS WLL EVELOP, APPLY AN REFLECT UPON KNOWLEGE OF THE PROCESS OF CRTQUE. escriptive Statement: Through the informed criticism of works of art, students will develop a process by which they will observe, describe, analyze, interpret and evaluate artistic expression and quality in both their own artistic creation and in the work of others. Through this critical process, students will arrive at informed judgments of the relative artistic and aesthetic merits of the work examined. 10

16 Strands and Cumulative Progress ndicators Building upon knowledge and skills gained in preceding grades by the end of Grade 6, students will: A. Knowledge 1. Classify elements of unity or repetition in a work of art. 2. Apply domain specific arts terminology to express statements of both fact and opinion regarding works of art. 3. escribe the technical proficiency of the artist s work, orally and in writing Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: A. Knowledge 1. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation. 2. Compare artistic content among contrasting art works in the same domain. B. Skills 1. Evaluate the judgment of others based on the process of critique. 2. Compare and contrast the technical proficiency of artists. STANAR 1.5 (HSTORY/CULTURE) ALL STUENTS WLL UNERSTAN AN ANALYZE THE ROLE, EVELOPMENT, AN CONTNUNG NFLUENCE OF THE ARTS N RELATON TO WORL CULTURES, HSTORY, AN SOCETY. escriptive Statement: n order to become culturally literate, students need to understand the historical, societal, and multicultural aspects and implications of dance, music, theater, and visual art. This includes understanding how the arts and cultures continue to influence each other. Strands and Cumulative Progress ndicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: A. Knowledge 1. Reflect on a variety of works of art representing important ideas, issues, and events in a society. 11

17 2. Recognize that a chronology exists in all art forms. B. Skills 1. Compare and contrast the contributions of significant artists from an historical period. 2. Hypothesize how the arts have impacted world culture. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: A. Knowledge 1. Analyze how technological changes have influenced the development of the arts. 2. Examine how the social and political environment influences artists in various social/historical/political contexts. B. Skills 1. dentify the common artistic elements that help define a given historical period. 2. iscuss how cultural influences add to the understanding of works of art. 12

18 V. SCOPE AN SEQUENCE On the following pages are Performing Arts Program Scope and Sequence grades K- 8. The unit topic and strands are consistent with the New Jersey Core Curriculum Content Standards and reflect a series of objectives that will be taught at each grade level in all art classrooms across the district. The letters indicate the grade at which the concept will be introduced (), the grade in which that same concept will be further developed (), the grade in which the objective is expected to be mastered (M) and then continued to be reinforced (R) in succeeding grades. This scope and sequence begins in Kindergarten. As the Performing Arts offerings vary in discipline options in the middle grades, one can adjust the categories of,, M and R to begin in the year in which the student first studies Fine Arts. The Fine and Performing Arts Program has anchors in grades 4, 8, and 11 and represents a cumulative progression. n the NJ Core Curriculum Content Standards these years represent the grades at which General Music will be assessed in the next few years. n our scope and sequence, one can find a mastery marker in the objectives and the grades at which the students will be expected to know and be able to demonstrate proficiency to the state in Performing Arts achievement on the New Jersey ESPA, GEPA, and HSPA. ue to the variety and diversity of courses offered, individual course curriculum will show at which grade it would be appropriate for a concept to be introduced and developed in order to achieve mastery at the designated grade markers. A model of an individual scope and sequence of an individual course curriculum can be found in the appendices. EFNTON OF SYMBOLS Each goal and objective is stated and includes a grid, which shows scope and sequence. The grid also indicates when the objective is introduced, when it is developed, when it will be mastered, and when it should be reinforced. The symbols used in this document are: M R ntroduction of the skills/concepts evelopment of the skills/concepts Mastering the skills/concepts Reinforcing the skills/concepts 13

19 Program Scope and Sequence Goals CONCEPT OBJECTVE/GOAL SUGGESTE EXPERENCES. THEATER HSTORY a. Theater Origins b. Ancient Theater c. Greek Theater d. Origin of Comedy e. Origin of Tragedy f. Elizabethan Theater/Shakespeare g. American Theater All students will be able to: 1. dentify & describe examples of drama 2. emonstrate understanding of different eras in drama 3. Research and dramatize material from different historical periods in drama Texts, Publications, Notes, nternet, Audio Recordings, Video Recordings, Scripts, Sheet Music GR 6 GR 7 GR 8 /M R/M. ACT/ROLE PLAY a. Sensory Recall b. Concentration c. iction d. Breath Control e. Body Alignment f. Body Control g. Language All students will be able to: 1. Recognize fundamental speaking and acting skills 2. Recognize styles of expression for the purpose of drama 3. evelop articulation, timbre and projection Texts, Publications, Notes, nternet, Audio Recordings, Video Recordings, Scripts. ACTNG TECHNQUES a. Mime b. mprovisation c. Storytelling d. Monologues e. Reader s Theater f. Radio rama g. Short scenes/plays h. Auditioning Techniques All students will be able to: 1. Understand elements of drama 2. Create improvisation with/without dialogue 3. Prepare a monologue for performance 4. evelop vocal expression 5. evelop memorization skills Texts, Publications, Notes, nternet, Audio Recordings, Video Recordings, Scripts, Sheet Music 14

20 CONCEPT OBJECTVE/GOAL SUGGESTE EXPERENCES V. PROUCTON a. Fundamentals of All students will be able to: Texts, Publications, production 1. Recognize function Notes, nternet, Audio b. Set esign of design in Recordings, Video c. Lighting esign dramatic production Recordings, Scripts d. Sound 2. Use drama e. Costuming vocabulary f. Make-Up correctly g. Marketing 3. Cooperate in teams to solve production problems V. EVALUATON a. Theater Etiquette b. Self-evaluation c. Appraisal of another s performance/production All students will be able to: 1. dentify personal strengths and weaknesses. 2. Respond appropriately to performance 3. Share critiques of one self and others. Texts, Publications, Notes, nternet, Audio Recordings, Video Recordings, Scripts, Sheet Music 15

21 V. THEATRE ARTS CURRCULUM SCOPE AN SEQUENCE Gr. 6 Gr. 7 Gr. 8. THEATER HSTORY A. Origin of Theater B. Ancient Theater C. Greek Theater. Origin of Comedy E. Origin of Tragedy F. Elizabethan Theater & Shakespeare G. American Theater M M M/R M/R M/R M/R M/R. ACT/ROLE PLAY A. Sensory Recall B. Concentration C. iction. Breath Control E. Body Alignment F. Body Control/Language /M /M /M /M /M /M. V. ACTNG TECHNQUES A. Mime B. mprovisation C. Monologues. Storytelling E. Reader s Theater F. Radio rama G. Short Scenes/Plays PROUCTON A. Fundamentals of Play Production B. Set esign C. Lighting esign. Sound E. Costuming F. Make-up G. Marketing / / / / / / /M V. EVALUATON A. Theater Etiquette B. Self Evaluation C. Appraisal of the Play. Criticism / R M 16

22 V. EVALUATON Students will be graded on the following areas throughout the year: 1. Tests 2. Quizzes 3. Homework 4. Projects (ndividual and Group) 5. Class Participation 6. Performance Evaluation The grading policy is as follows: Grades 6 through 8 A = , superior, outstanding B = 82-89, very good C = 75-81, fair, average = 70-74, poor F = 0-69, failed 17

23 Performance Evaluation Criteria A. OVERALL MASTERY: 1. Preparation Memorization Understanding of Character Understanding of Plot Understanding of Language B. THEATRCAL GROWTH 1. Ability to Use Language to Portray Character Vocal Expression nterpretation 2. Ability to Use Body to Portray Character Gestures Blocking Facial Expression 3. Ability to nteract with Other Children C. PERFORMANCE SKLLS 1. Stage Presence: Poise and Confidence 2. Character Believability 3. Use of Costumes and Props The following Overall Rating system is used when completing the Evaluation Criteria sheets: - Superior - Excellent - Average - Below Average - Poor. SUGGESTE ACTVTES - Attend live Theatre productions - View videotapes of Live productions - Listening to audio tapes of performance - Study acting, voice, and/or dance privately - Audition for a play outside of school - Become part of a rama Group 18

24 V. BBLOGRAPHY tems that become available and meet the goals of the curriculum as well as the NJCCCS may be used as supplemental material with permission of the epartment irector. Theater for Young Audiences, Ed. Coleman A. Jenning, St. Martin Press, 1998 Creative rama for the Classroom Teacher, Ruth Beall Hiening, Englewood Cliffs, NJ, Prentice-Hall, nc., 1993 LEARNNG THROUGH THEATRE: New Perspective on Theatre in Education, Ed. Tony Jackson. New York: Routledge, 1993 THEATRE, Children & Youth, Jed H. avis and M. J. Evans, Anchorage Press, nc The Stage & The School, Schanaker/Ommanney, McGraw-Hill, New York 1989 Contemporary Scenes For Student Actors, Edited by Schulman/Mekler, Penguin Books, New York 1980 mprovisation Starters, Philip Bernardi, Betterway Books, Cincinnati 1992 Bring in the Arts. mprovisations in ramatics, Art, and Story Writing for Elementary and Middle School Classrooms, Pamela Prince Walker, Heinemann Publishing, 1993 Live on Stage! Performing Arts for Middle School, Carla Black, Jody Roberts, ale Seymour Publishing, Palo Alto, CA, 1997 Acting, The Creative Process, Howdie Albright, ickenson, Publishing Co., nc.,belmont, CA 1967 ynamics of Acting, Joan Snyder and Michael P. rumsta, National Textbooks Co., Skokie, LL 1981 Rehearsal, Miriam A. Franklin, Prentice-Hall nc., 1972 From the Page to the Stage: The Educator s Guide to Reader s Theatre, Shirlee Slayer, Teacher deas Press, 203 Reader s Theatre Strategies for the Middle School, Lois Walker, Take Part Productions, 1997 Learning with Reader s Theatre: Building Connections, Neill ixon, Anne avies and Colleen Palitano, Peguis,